Child 1 Child Growth and Development Week 9

Child 1 Child Growth and Development Week 9

1. Review last week's class session-infant development. 2. Review assignments due this week on Sunday (i. e. Ch. 12 Learn. Smart, Ch. 8/Positive Discipline Reading Response) 3. Continue lecture toddler development including temperament and class activities.

Questions about this week’s assignments? 7 -day late grace period ASSIGNMENTS DUE DATES POINTS Preparing for Future Assignments: Click on Assignments and review the Piagetian Due later in the semester; Click Tasks and Community Service Activities. If you need help locating an activity and children, please contact me ASAP. Our children's center at Columbia College on Assignments for due date welcomes student observations; please call ahead of time to set up appointment. 10 (Required) Chapter 12 Learn. Smart Sunday, Mar. 11 ( Required) Chapter 8 Reading Response, Book/Positive Discipline Sunday, Mar. 11 10 (Required) Research Assignment, Written Paper Rough Draft and Sunday, Mar. 11 20 Stamped Proof of Visit with College Librarian or AAC

Questions or comments from last week’s class? Summary from last week’s class- Week 8: • Toddler Development • Physical • Growth, rapid but diminishing 1 st three years • 1 -2 years, 5 lbs, 4 -5 inches, head 90% of adult size • Sleep customs, culture (page 169) • Sharing bed: 8 -11 weeks greatest risk of harm, SIDS, suffocation • Immunizations • Feeding-Intuitive Eating-meal time • Toileting-Training and Learning

Questions or comments from last week’s class? Summary from last week’s class- Week 8: • Toddler Development • Cognitive • • Piaget, sensorimotor (last week) Emotional and verbal responsivity of caregiver • Caregiver involvement, reading, singing, playing • TV, how much is too much? • • Interaction of caregiver or alone? American Academy of Pediatrics Committee on Public Education • Under 2, recommendation-avoid screen time • Belief-education; research-did not improve language or visual motor skills age 3 (Schmidt, et al. ) • Heavy watchers less likely to learn to read by age 6 (Rideout, et al research) TV/screen, time away from human interactions Continuing during Week 9 with toddler development including temperament Percentage points and how to calculate to a grade Last half of the semester Late grace period

Lecture: Toddler Development • Cognitive (pick up from last week): • Language Development • Reading aloud to a child from an early age (from birth) helps pave the way for literacy. “Interaction with adults can promote emergent literacy. " • Extra credit: check out a children’s book from Columbia College library and bring to class next week to share in small groups!

Lecture: Toddler Development • Cognitive (pick up from last week): • Language Development (continued) • "How do babies develop language, and what influences linguistic progress? (chapter 7, page 215, from summary) • The acquisition of language – critical for development • Prelinguistic speech includes crying, cooing, babbling, and imitating language sounds. • By 6 months, learned the basic sounds of their language; linking sound with meaning. • Before first word, 10 and 14 months, use gestures. • https: //youtu. be/JFha. I 4 Kf. Uo. I

Lecture: Toddler Development • Cognitive (pick up from last week): • Language Development (continued) • Family characteristics, such as socioeconomic status, adult language use, and maternal responsiveness, affect vocabulary development. • Children who hear two languages at home learn both at the same rate as children who hear only one language; use each language in appropriate circumstances. • Child-directed speech (CDS) (parentese) seems to have cognitive, emotional, and social benefits, and infants show a preference for it. However, some researchers dispute its value.

Lecture: Toddler Development • Cognitive (pick up from last week): • Language Development (continued) • Causes of delayed language development- unclear. • If untreated, language delays may have serious cognitive, social, and emotional consequences. • "Children’s vocabulary skills are linked to their economic backgrounds. By 3 years of age, there is a 30 million word gap between children from the wealthiest and poorest families. " (from the NAEYC article below) • https: //www. naeyc. org/tyc/article/the-word-gap

Lecture: Toddler Development • Cognitive (pick up from last week): • Language Development (continued) • Scenario • You are the director in a toddler center. • • A toddler bites another toddler. Both families are upset The family of the toddler that received the bite wants the other child expelled from the center. How do you respond to: • each family (individually)? • the teacher(s) in the classroom? • the children in this scenario? • Hints: • Developmentally appropriate behavior? • Language Development • Philosophy are expelling children/families in need of care and support and acceptance.

Lecture: Toddler Development • Psychosocial • Development of Trust (Erikson, 1 st stage), Attachment (last week) • Temperament • Disposition or style of approaching and reacting to situations • Video-How temperament is measured • Class Activity • Click here to watch video on temperament called Fearful, Feisty and Flexible: http: //share. yosemite. edu/view. aspx? i=1 E 1 A (Links to an external site. )Links to an external site. • password = CLDDV • Autonomy and Independence (Erikson, 2 nd stage) • Shift external control to self-control • Are struggles with toddler’s necessary? (read page 239) • Handling sibling conflict from article in book (Edwards, Mosier) • US culture/Salt Lake City, toddlers resistant to parental control • Mexico, toddlers not typically resistant to parental control

Lecture: Positive Discipline • Ch. 4, A New Look at Misbehavior • Mistaken Goal Chart, page 71 • activity • Ch. 5, Beware of Logical Consequences • Disguise punishment • Trauma informed approach • Ch. 6, Focusing on Solutions • Solution focused strategy • Positive Time Out • Curiosity Questions, page 134 • What were you trying to accomplish? How do you feel about what happened? What do you think caused it to happen? What did you learn from this? How can you use in the future what you learned? What ideas do you have for solutions now?

• Ask questions or share comments about last week's class sessioninfant development. • Ask questions or share comments about assignments due this week on Sunday (i. e. Ch. 12 Learn. Smart, Ch. 8/Positive Discipline Reading Response) • Participate in class activities, continue to explore toddler development and temperament.

Have a great and productive week! Office Hours: 4: 05 -4: 35 If I have a voice, everyone will hear what I have to say. If I have a voice, I would be treated with more respect. Silent though I seem; I ask you to open your eyes. Look, look again at the expression on my face. Look, and look again. My expression says, I am human, I have rights. Treat me with respect, show me love, listen to me. Let the joys of my heart flow naturally.